| 2023-09 |
自我超越的情緒與超越自我的表現：敬畏情緒的正向影響效果 |
article |
說明頁(22) |
|
|
|
| 2023-07 |
高中興趣喜好能否預測大一學習表現：以一所私立大學為例 |
article |
說明頁(28) |
|
|
|
| 2023-06 |
To stay or not to stay？軍校生恆毅力影響與預測效果分析 |
article |
說明頁(48) |
|
|
|
| 2022-12 |
Empirical development and verification of career well-being scale for teachers in Taiwan: Implications for workplace counseling |
article |
說明頁(115) |
|
|
|
| 2022-12 |
Measuring academic resilience of socioeconomically disadvantaged students in Taiwan 2011–2017: Two-part latent class growth modeling based on IRT scores |
article |
說明頁(86) |
|
|
|
| 2022-11 |
新住民與非新住民家庭學習環境資源的差異分析 |
article |
說明頁(117) |
|
|
|
| 2022-09 |
軍校生恆毅力概念建構與量表發展研究 |
article |
說明頁(119) |
|
|
|
| 2022-03 |
敬畏情緒量表的編製發展與驗證之研究 |
article |
說明頁(84) |
|
|
|
| 2021-12 |
不同類型暑假活動對學習成長之潛在影響--TEPS之縱貫資料分析 |
article |
說明頁(82) |
|
|
|
| 2020-09 |
The longitudinal effect of children`s self-regulated learning on reading habits and well-being |
article |
pdf(175) |
|
|
|
| 2019-12 |
成年早期與中期樣貌－全心學習 ; 情緒創造 ; 品味能力及圓滿人生之模型建構和其差異比較 |
article |
pdf(233) |
|
|
|
| 2019-06 |
僑生與本地生的目標設定 ; 全心學習 ; 意志力及巔峰幸福之模型建構及其差異比較 |
article |
pdf(185) |
|
|
|
| 2018-12 |
影響中小學教師任教職志因素之調查研究 |
article |
說明頁(574) |
|
|
|
| 2018-10 |
What does the flourishing teacher look like? The Relationships between Flourishing, Perceived Work Stress, Spiritual Well-being and Mental Health |
article |
pdf(404) |
|
|
|
| 2018-09 |
Is Career-Choice Intention Affected by ＂Situation＂? Analyzing TIMSS 2011 With Social Cognitive Career Theory |
article |
pdf(416) |
|
|
|
| 2018-06 |
Verifying the Invariance of a Measurement Model for Flourishing in Life Among Adults of Various Ages |
article |
說明頁(479) |
|
|
|
| 2018-04 |
The Impact of Mindfulness in School at Taiwan: A Systematic Review and Meta-analysis |
article |
說明頁(559) |
|
|
|
| 2018-03 |
STUDENTS’ LEARNING MOTIVATION TO MATH AND SCIENCE: USING THE META-ANALYSIS TO FIND THE GENDER DIFFERENCE IN TAIWAN |
article |
pdf(245) |
|
|
|
| 2018-03 |
Impact of Individualized Instruction on the Learning Outcomes of Low-Achieving Students Who Received Remedial Instruction |
article |
pdf(260) |
|
|
|
| 2018-03 |
政大推動課程精實方案之經驗 |
article |
pdf(356) |
|
|
|
| 2018-01 |
Adaptive Education Is the Best Buffer to the Mattew Effect |
article |
說明頁(768) |
|
|
|
| 2017-11 |
The relationships among perceived work stress, subjective well-being, and depression: Proactive coping as a mediator |
article |
pdf(449) |
|
|
|
| 2017-09 |
What the benefits of teachers with high positivity-ratio really are ? The happy teacher effect |
article |
pdf(785) |
|
|
|
| 2017-08 |
Joy Share with Others Is More Joyful: Interpersonal Relationship as a Mediator between Optimistic Explanatory Style and Well-being |
article |
說明頁(656) |
|
|
|
| 2017-03 |
享受生活片刻的能力：用心學習、品味能力及圓滿人生之關係 |
article |
pdf(452) |
|
|
|
